THE LEVEL OF EFFECTIVENESS OF VIRTUAL LABORATORIES –

TECHNICAL AND LEARNING SYSTEM: A FRAMEWORK

FOR MASSIVE OPEN ONLINE CONTENT EDUCATION
FOR CHM STUDENTS AT LYCEUM OF
SUBIC BAY A.Y. 2020 – 2021

By:
Michael De Guzman
Keithfrancis Laparan
Aaliyah Coneth Fernandez
Estephanie Ferrer
Jennifer Ferrer
Kimberly Joyce Jaring
Alexis Lavilla
Meechelin Maborang

A RESEARCH PROPOSAL
Presented to
PROF. ROEL DIMALANTA, LPT, MEA, Ph. D***
Faculty, Lyceum of Subic Bay, Inc., Senior High School Department

Subic Bay Freeport Zone, SBMA, Philippines

Submitted in Partial Fulfilment of the Requirements in

ENGL102 – Technical and Research Writing
 CHAPTER 1

The Problem and Its Setting

INTRODUCTION

Massive open online content education rise due to Coronavirus (COVID-19). The

COVID-19 has resulted in schools shut all across the world. Globally, over 1.2 billion

children are out of the classroom. The COVID-19 is preventing students and staff, at

many campuses, from meeting face-to-face. Learning institutions need to develop

alternative educational delivery methods. As a result, education has changed

dramatically, with the distinctive rise of online learning, whereby teaching is undertaken

remotely and on digital platforms.

According to World Economic Forum (2020), while countries are at different

points in their COVID-19 infection rates, worldwide there are currently more than 1.2

billion children in 186 countries affected by school closures due to the pandemic.

Colleges and students were not prepared for prolonged campus closures. Now, schools

are rushing to fill gaps in their online learning infrastructures. The pandemic has revealed

weak spots in every system it tested, from government agencies to school districts. With

the sudden shift in many parts of the globe, some are wondering whether the adoption of

online learning will continue to persist post-pandemic, and how such a shift would impact

the worldwide education market. While some believe that the unplanned and rapid move

to online learning with no training, insufficient bandwidth, and little preparation will

result in a poor user experience that is unconducive to sustained growth, others believe

that a new hybrid model of education will emerge, with significant benefits.
 In the Philippines to curb the spread of COVID-19, most governments have opted

to employ quarantine protocols and temporarily shut down their educational institutions.

As a consequence, more than a billion learners have been affected worldwide. Among

this number are over 28 million Filipino learners across academic levels who have to stay

at home and comply with the Philippine government‟s quarantine measures. One of those

affected students is the Colleges of Hospitality Management. Given the course that can be

taken under the department, a lot of interactive activities and laboratories need to be

done. To respond to the needs of learners, especially of the 3.5 million tertiary-level

students enrolled in approximately 2,400 Higher Education Institutions (HEI), certain

HEIs in the country have implemented proactive policies for the continuance of education

despite the closure. These policies include modified forms of online learning that aim to

facilitate student learning activities. Online learning might be in terms of synchronous,

real-time lectures and time-based outcomes assessments, or asynchronous, delayed-time

activities, like pre-recorded video lectures and time-independent assessments (Oztok et

al., 2013).

In Hospitality Management, they have what they call virtual laboratories which

are a part of online learning. According to Educause (2020), virtual labs are interactive,

digital simulations of activities that typically take place in physical laboratory settings.

Virtual labs simulate the tools, equipment, tests, and procedures used in hospitality,

chemistry, biochemistry, and other disciplines that include a laboratory component in the

curriculum. By accurately representing the actions, reactions, and consequences of

manipulating materials and equipment, virtual labs provide a way for students to

participate in lab-based learning activities without the overhead of a physical lab. Virtual
laboratories cannot replace entirely the physical experiments in traditional laboratories.

However, in academic settings virtual and physical laboratories can work together.

Especially now during COVID‐19 pandemic, students can perform the laboratories online

without any time limitations, receive instant feedback, familiarize with proper serving for

guests, repeat the assessment that were sent for them to do. Also, they are doing it at

home where they can freely move.

Due to this pandemic, the recent movement from traditional classroom settings to

non-traditional environment such as hybrid and online classrooms has significantly

changed the way how instructors teach and engage students in this new environment,

developing issues for both instructors and students. This ongoing situation raises the need

for further empirical research on teaching and learning in the hospitality and tourism

education.

The extent of understanding of Virtual Learning Environments (VLEs) and the

practice of Communication and Information Technology (C&IT) learning in hospitality,

leisure, sport and tourism is largely unknown to the subject communities. Prior to the

establishment of the Learning and Teaching Support Network for Hospitality, Leisure,

Sport and Tourism (LTSN HLST), the subject areas were without centrally funded

initiatives in C&IT. Consequently, developments in this field were as a result of self-

funded university schemes or individual staff initiatives (PSUedu, 2003). Individual

initiatives are, of course, to be applauded and can result in innovative work. This gradual

approach has not been so helpful, however, in finding a strategic, subject-based response

to the opportunities of VLEs. Therefore, many tutors may still be unaware of the potential

of such delivery mechanisms, university departments are generally unable to argue

effectively for resources to release staff from conventional delivery in order to

experiment with new technologies, and not enough is known about the available software

and the pedagogic implications of its adoption.

According to Washington Hospitality Education (2019), Virtual training is

making inroads in nearly all spheres of the business world. It‟s an emerging technology

with great learning opportunities that can significantly benefit the hospitality industry.

Big hotel and restaurant brands across the world are seriously thinking of how to use it in

most of their training programs. There are a lot of curriculums in Hospitality that can be

taken online. In Purdue University Northwest they are offering curriculums that call for

placing beverage orders, juggling staff schedules and running cost margins on the lunch

special. Wherein classes are being adapted into virtual environment, given the present

circumstances they don‟t have the opportunity to manage in-house learning.

At Lyceum of Subic Bay virtual laboratories operates online, through the platform

Google Workspace or formerly known as G-Suite. In this new type of learning, for most

students, the instructor films a procedural video. It would show the proper way to do a

certain activity. The video would stand us a guide for students to follow the same

procedure they will be seeing. Upon watching and reviewing the video, the students will

be enacting the same process and film their selves as they do it. Performance evaluation

would only be based on what the instructor can see in the output.

This researched paper aims to know the level of effectiveness of virtual

laboratories to the students, especially those who are in College of Hospitality

Management. Student‟s views on the new platform of learning are yet to be asked. There
were only a few researches about how virtual laboratories are effective in the learning of

the students. The researcher wants to know the quality of learning that students would

acquire from virtual laboratories. Whether the students who are learning virtually can be

as skilled and knowledgeable as someone who learns the curriculum physically or is

virtual laboratory has the same level of effectiveness as physical learning.

REVIEW OF LITERATURE

This part of the study presents the review of conceptual literature and researched

studies to our research that is entitled “The Level of Effectiveness of Virtual Laboratories

– Technical and Learning System: A Framework for Massive Open Online Learning

Content Education for CHM Students at Lyceum of Subic, Bay A.Y. 2020 - 2021.” The

researchers sought to gather and find relevant topics, issues, and studies from various

references which shall enhance the subject of the research. For further understanding of

the study, the researchers made use of different reading materials related to the online

system. These materials such as books, thesis and other web articles are essential in

broadening the knowledge of the researchers. These will also guide the researchers to

achieve their target objectives by getting ideas on other related studies and make

improvements as possible.

PART 1. Review of Conceptual Literatures

A. Foreign

In Journal entitled “Corona Virus : the first three months as its

happened”(2020) study the sectors such as chemistry, physics, engineering, biology,

computing, psychology, languages, nursing, medicine, and other allied professions,

programme outcomes stress the importance of developing theoretical (content) and

practical (processes) aspects. When developing the practical aspects, special emphasis is

given to the activities that teach students experimental methods, how to synthesis

observations, a range of lifelong and communication skills and laboratory practices.

In December 2019, for the first time, Wuhan City in China officially declared the

presence of an unknown virus (now called COVID-19) that soon gained pandemic status,

taking many lives around the world. The COVID-19 pandemic quickly led to the closure

of universities and colleges following the advice of public health officials to maintain

social distancing.

According to Chaurura Pearson(2016) wrote the article entitled:”Virtual

Laboratory a Solution for Tertiary Education in Botswana“that has aim to evaluate the

suitability and acceptability of virtual laboratories as alternatives or supplements to the

traditional physical laboratories in the teaching of graduates in laboratory-driven science

disciplines in Botswana. Participants were drawn from three universities in Gaborone,

Botswana. The majority of respondents (66.7%), were faculty staff members and the rest

(33.3%), were postgraduate students or recent graduates (0-5 years) at Masters or PhD

level in a laboratory-driven science discipline.

The majority of respondents (55.6%) believed that the physical laboratories at

their universities were not adequate to deliver effective training to postgraduate students

in laboratory-driven science disciplines. Despite this, most respondents (52%) were

confident that graduates in laboratory-driven science disciplines trained using current

laboratory facilities at local universities were equipped to meet industry performance

expectations. A significant proportion of respondents (75%), believed that virtual

laboratories have a role to play in postgraduate teaching of laboratory-driven science

disciplines in Botswana. In terms of the preferred implementation model, the vast

majority (94.4%), of respondents favored the hybrid model combining the use of both

virtual and physical laboratories as a permanent set up in the teaching of graduates in

laboratory-driven science disciplines.

According to article “5 Potential Disadvantages to Virtual Training You

Should Consider” by Kelly Creighton ( 2018) have implement virtual training

depending on how you design, promote, administer, and update your virtual training

content, modules, and courses on an ongoing basis.

1.Unrealistic or Irrelevant Simulations

It create virtual experiences that are relevant to your learners‟ career trajectories,

interests, or everyday work environments. learners will find the virtual environments to

create and promote boring or irrelevant, and they won‟t engage with your virtual training.

For instance, create gratified simulations that help handle realistic and difficult concerns

in the moment throughout their process and can create virtual training sessions to

navigate a new software has implemented to help them with their everyday work.

2. Doesn‟t Highlight or Reflect Your Organization‟s Culture or Structure

Deciding to purchase virtual training modules or courses or curate virtual learning

content for your learners to access, make sure it matches culture and brand. For example,

you may not want your virtual training sessions to highlight corporate principles and
profit-generating practices. Virtual training materials that you can create or modify own

virtual training sessions that highlight your company‟s individual principles, policies, etc.

3. Limited Types of Feedback and Engagement

While learners can access recorded virtual training modules when and where they

want, learners aren‟t always able to ask their trainers in-the-moment questions and

receive instant answers to help them better understand the learning content in front of

them. Learners must simply complete virtual training sessions as they‟re designed and

must complete each learning task without deviation. This may result in learners having a

limited understanding of different material and content that‟s covered in virtual training

environments.

4. Increases Learners‟ Isolation

If there isn‟t an active and engaging online forum inside virtual training

environments where learners can ask one another or their trainer‟s questions on a real-

time and ongoing basis, they may start to feel isolated in their learning environment. This

may cause some learners to disengage with what they‟re learning entirely and can lead to

them having a limited understanding of the learning material they‟re encountering.

5. Technical Issues

By their very nature, virtual learning environments and platforms are subject to

technical issues, such as security, network, and bandwidth glitches. Make sure you‟re

aware of the types of issues your virtual training platform is most likely to experience so

that you can prevent them from happening or quickly correct them when they do happen.
(Retrieved from: https://hrdailyadvisor.blr.com/2018/06/25/5-potential-disadvantages-

virtual-training-consider/)

Based by Huang, C. (2016) he wrote an article entitled: “Virtual labs: e-learning

for tomorrow” emphasizes that since students are growing up in an age where

technology is all surrounding teachers need to embrace it to help students learning. This

particular of virtual laboratory at the college undergraduate level can use. It discussed

that a reason of virtual labs are successful for students that they keep the students

engaged. It stressed that since the labs being used were flexible it could work with

various students. Labs were typically fun and often times a game format were used. A

major association between fun and engaging was made concerning virtual labs.

In the positivity of virtual labs was to engage, flexible, and fun. Students have

grown up with a multitude of technologies around it can be applied to younger learners.

Some virtual labs can be quite in depth that may be easy to use for the teacher and

beyond the capability of students in the classroom.

According to the study entitled: “A Study Virtual Laboratory: Objective,

Comparison and Benefits” wrote by Mr. Vinod Kumar (2016) stated that it is very

easy to access theoretical lectures and tutorials as so many online courses, gadgets and

applications are available for the students. But students can get benefited through virtual

laboratory to perform practical implementation without appearing physically in the

laboratory. Users may learn and practice at their own pace, review the material and have

access to a variety of resources at any time. Virtual laboratory is a good concept to get
better understanding the theoretical topic as well. Virtual laboratory concept is beneficial

for both faculty members as well as students.

B. Local

An article “The Philippine Higher Education Sector in the Time of COVID-

19” by Jeremiah Joven B. Joaquin(2020) COVID-19 has become a global health crisis.

As of October 6, 2020, almost 36 million people have been infected and over one million

have died. In the Philippines, this translates into almost 325,000 infected and 6,000

deaths (Worldometer, 2020). To curb the spread of COVID-19, most governments have

opted to employ quarantine protocols and temporarily shut down their educational

institutions. As a consequence, more than a billion learners have been affected

worldwide. Among this number are over 28 million Filipino learners across academic

levels who have to stay at home and comply with the Philippine government‟s quarantine

measures (UNESCO, 2020).

To respond to the needs of learners, especially of the 3.5 million tertiary-level

students enrolled in approximately 2,400, in the country we have implemented proactive

policies for the continuance of education despite the closure. These policies include

modified forms of online learning that aim to facilitate student learning activities. Online

learning might be in terms of synchronous, real-time lectures and time-based outcomes

assessments, or asynchronous, delayed-time activities, like pre-recorded video lectures

and time-independent assessments (Oztok et al., 2013).

Private universities and institutions have likewise adapted to the limitations imposed by

the pandemic and are poised to go either fully online, blended learning, or scheduled in-
person classes in case the government lifts quarantine measures. In alternate mode of

education that is technology-enabled to emphasize the importance of engagement

between faculty and students and offers three different delivery modes: (1) fully online

(synchronous and asynchronous), and whenever possible (2) hybrid (blending of online

and face-to-face), and (3) face-to-face. All online academic tools and materials are

organized and made accessible via the university‟s learning management system (LMS).

According to Aric John Cy Cua(2020) entitled: “ACADEMICS IN TIMES OF

PANDEMIC: Pros and cons of online learning” stated that college applied the

asynchronous type of studying where professors give students the handouts or materials

through while the students need to study at their own pace. The benefit of applying this

kind of learning system is that students have the chance to choose their pace will be in

terms of their academics, unlike onsite classes where students do not have a choice but to

go on with the pace of the discussion. Students can adjust their pace based on how fast or

slow they could understand the topic that they are studying,

The downside of this learning system is that once the professors send the handout,

it is already considered „discussed‟ even if there is no discussion at all. It means that

professors can give the students all the handouts for the whole term and include all the

topics in the examination. Taking up a course that has a lot of complex subjects, would be

hard to focus for some students while listening to a professor and there is a gap of

learning when studying stuff on your own with having someone a teacher teach in online

way.
 According to a Journal “ The Complete Guide to Virtual Labs” show that a

virtual labs allow students to work through real-life case stories, interact with lab

equipment, perform experiments and learn with theory and quiz questions. A virtual lab

simulation is an immersive 3D interactive learning environment. The learning

environment may look like a laboratory and over 1000 schools, colleges, and universities

around the world are using a pre-lab, supplemental learning resource, or as a replacement

for a face to face lab during the pandemic.

A Research paper by Annabelle R. Borromeo (2016) entitled: “Virtual Lab

Design and Implementation: The Far Eastern University Experience” state that The

Far Eastern University Institute of hospitality opened the first virtual laboratory in the

Philippines in December and named it the Virtual Integrated hospitality Education

Simulation Laboratory. Prior to this, no virtual laboratory ever existed in the Philippines.

The encouragement for the move to put up the first virtual lab in the Philippines was the

desire of the university to change the landscape of Philippine hospitality education and

bring it up to the level of global standards.

A design team, composed of faculty members and a hospitality management

consultant, was formed. The steps toward the creation were as follows: Obtaining

administration support, benchmarking, conceptualization, design, construction,

installation, punch listing, hand-over, infrastructure and capability-building, opening, and

operations.

According to Paul Mark R. Barsarsa(2016) wrote article entitled “Laboratory

Virtual System” stated that an analyzing of current Information Technology sought to

find alternative solutions that would allow the personnel and student to developed

specific needs of the laboratory to help them achieve their objectives in providing service

to their students. a need for a system enhancement is must have a total security to make

sure that every teachers and students are secure. The implementation of the Laboratory

System will be reliable in real time from the students who made request and for the staff

to have an easier monitoring of the actual availability of the equipments inside the

laboratory and securing them. This really a great help to the institution to become

competitive and give accurate information and give updated reports. The Laboratory

Virtual System will be a solution to all the problems that may been encountered.

(Retrieved from:https://ejournals.ph/article.php?id=6127)

PART 2. Review of Researched Literatures

A. Foreign

The “Investigating of E-learning Effects on Continuance Intentions of

Hospitality Management Students” by Chia-Shiang Hsu (2016) have understood

growing importance place on research of e-learning in education. In recent years, there

has been a dramatic proliferation of research concerned with the effectiveness of e-

learning in higher education. The purpose of this study is to examine the influence of e-

learning on hospitality management students „perceived behaviors, satisfaction and

continuance intentions. The study surveyed undergraduate hospitality management

students who completed online classes. The findings of this study showed that:

1. Students ‟continuance intention of e-learning was strongly determined by

satisfaction and confirmation of the learning management system (LMS).

 2. Students‟ expectations were confirmed by their satisfactions of e-learning

management system.

3. Students ‟satisfactions and confirmations of e-learning strongly predicted

by perceived usefulness and perceived playfulness. The implications of findings for using

e-learning in hospitality management education are suggested.

(Retrived from: https://www.researchgate.net/publication/271445493_Investigating_E-

learning_Effects_on_Continuance_Intentions_of_Hospitality_Management_Students)

Based on the article written by Jeffrey N. Brown (2016) that is entitled “A

Comparison of Learning Outcomes in Culinary Education: Recorded Video vs. Live

Demonstration” explain the study of investigated students‟ learning outcomes in a

traditionally administered culinary arts course and in the same course that was delivered

via a taped video platform. The analysis of the data suggests that on the whole, students

gain similar cooking skills and knowledge from both delivery methods. No significant

difference was found in the overall tested performance between students who viewed the

chef-instructor‟s demonstration only once in class and students who viewed a taped

version of the same demonstration as many times as they chose. This result confirms the

findings of many previous studies, providing further support for the hypothesis that a

class with online taped videos is as effective as a live class for the teaching of the

culinary arts.

An researched entitled “The perceptual learning styles of hospitality students

in a virtual learning environment: The case of Taiwan” that is written by Liwei Hsu

stated that the application of modern technology makes a perceptual learning styles that
plays a decisive role in the process of interaction between lecturer and student. It is

essential to prepare students with the latest ICT skills for the job market in the emerging

digital world so that they can familiarize themselves with their future working

environment and requirements quickly. Due to the vocational nature of their courses,

many hospitality and tourism students have different learning styles than their

counterparts in other fields (Hsu, 2011). Cranage, Lambert, Morais, and Lane (2006)

show that hospitality students tend to be active, sensing, visual, and sequential.

A person's learning style denotes his/her cognitive, affective and psychological

traits and plays a vital role in determining the outcome of their education. Experience of

social indicates the learner's cognitive, affective, and psychological traits and plays a vital

role in the outcome of his/her education.

According to researched entitled “Impact of Video Technology on learning: a

Cooking Skills Experiment” by Dawn Surgenor mentioned the role of video

technology impacts on learning, more specifically, the development of higher technical

cooking skills. It is clear that video technology has a place in supporting some people to

cook from scratch. Due to its flexibility and the ability to utilize at one‟s own discretion

(selectivity), further served to reassure and reinforce the key cooking skills required to

achieve a successful meal outcome. The results from this study provide evidence of the

potential to rely on the scalability of video technology to redress the current cooking

skills imbalance among the general population.

This study examines the role of video technology in the development of cooking

skills.It explored the views of 141 female participants on whether video technology can
promote confidence in learning new cooking skills to assist in meal preparation. Prior to

each focus group participants took part in a cooking experiment to assess the most

effective method of learning for low-skilled cooks across four experimental conditions.

Its findings revealed that video technology was perceived to assist learning in the

cooking process in the following ways: Improved comprehension of the cooking process;

Real-time reassurance in the cooking process; assisting the acquisition of new cooking

skills and enhancing the enjoyment of the cooking process. These findings display the

potential for video technology to promote motivation and confidence as well as

enhancing cooking skills among low-skilled individuals wishing to cook from scratch

using fresh ingredients.

Based on an article written by Mochamad B. Triyono (2020) that is entitled “E-

Learning, Dilemma and Cognitive Competence an extent e-learning environments

contribute to human development and cause an effect on human cognition.‟‟ The

main difference between e-learning and face to face lessons is that the effective use of

digital technologies in education. The integration of digital technologies into education

shows a positive influence on learners' cognitive development.

From the perspective of e-learning environments, a self-development of both

teachers and students is possible because it is a flexible format of education at any time

which leads to motivation; it does not create pressure on students during the

educational process and conclude that it is better to provide lesson in blended.

 B. Local

J Dela Cruz (2019) wrote an article entitled: „‟Students‟ perception on e-

learning: a basis for the development of e-learning framework in higher education

institutions” focused on students‟ perception relevant in the development and

implementation of an e-learning environment as perceived by students. It is found out

that 4.48 respondents believe to deliver the teaching and learning has to be procured and

implemented open standards and formats that maximize the value for money and the

range of options to fulfil the learning outcomes and the academic needs of faculty and

learner.

Ronnie E. Baticulon (2020) wrote an article entitled : „‟Barriers to online

learning in the time of COVID-19 in the Philippines” focused on identify barriers to

online learning from the perspective of hospitality students in a developing country. A

survey to hospitality student used that obtain demographics, medical school information,

access to technological resources, study habits, living conditions, self-assessment of

capacity for and perceived barriers to online learning, and proposed interventions. It is

found out that only 1,505 students (41%) considered themselves physically and mentally

capable of engaging in online learning. Most frequently encountered were difficulty

adjusting learning styles, having to perform responsibilities at home, and poor

communication between educators and learners. Hospitality students in the Philippines

confronted several interrelated barriers as they tried to adapt to online learning. By

implementing student-centered interventions, medical schools and educators play a

significant role in addressing these challenges during the COVID-19 pandemic and

beyond.
 A research study entitled “The Effects of using Virtual laboratory Materials

on Students‟ Academic Performance in hospitality” by Sebasales Matthew, was

conducted in Zamboanga Del Sur National High School, Pagadian City where it involves

using nonequivalence static group comparison pre-test post-test design. Two groups

participated in the research and they are divided namely control group and experimental

group.

The result of the investigate indicate that the experimental group yield higher

increase of scores from the pretest to posttest (from 15.23 to 25.83) with a marginal mean

of 10.60 than to the control group with a lower marginal mean of 6.23 (from 14.20 to

20.43). Thus, the uses of virtual laboratories would greatly influence their academic

performance as they exceeded the core requirement in terms of knowledge, skills, and

understanding in learning hospitality.

Virtual laboratory exercises are computer based and exceedingly intuitively that

was based on article “Effectiveness of Virtual Laboratory as Innovative Strategy in

Improving Student‟s Learning Outcomes in Physics” by Genaly T. Oclarit (2017).

The users get to be a member in a “virtually real” world, in a counterfeit three-

dimensional optical environment. These workshops are basically an interface tall level

counting genuine time three-dimensional reenactments through distinctive tangible

channels. In this regard, virtual research facilities are exceptionally valuable, since they

can either be utilized as a device for back and support so understudies make the foremost

of their information, or they can be executed as an instructing asset in informative course

sessions in arrange to energize a participatory constructivist environment. In expansion to

that, the acquisition of competencies within the utilize of ICT, which are of the foremost
significance for the understudies preparing, is improved through the utilize of virtual

research facilities action. As acknowledged all through the world the thought of utilizing

understudy centered constructivist-based guidelines strategies is broadly acknowledged,

since educator centered, traditional instructional methods has given insufficient

opportunities for student to construct their own learning. Eliciting students‟ individual

capabilities, intelligence and creative thinking can only be achieved through student

centered instructional method.

According to Manuel B. Garcia (2018) who wrote an article entitled: “The E-

Learning Technology Adoption in the Philippines: An Investigation of Factors

Affecting Filipino College Students' Acceptance of Learning Management Systems”.

When combined, education and technology can build dynamic teaching and learning

experiences that are tailored to developing and transforming the educators and learners

needed to power the digital economy. The research was conducted to determine the

factors that affect the acceptance of e-learning technology specifically the

reinforcement of the teaching and learning process by college students in the Philippine

setting.

It is found that the majority of the Filipino college students showed positive

responses to a ranged from .73 to .88 indicating that all the constructs revealed

reasonable levels of reliability .70 or higher which makes all the constructs suitable to

measure the concepts employed in the study.(Retrieved from:

https://www.researchgate.net/publication/323576195_ELearning_Technology_Adoption_

in_the_Philippines_An_Investigation_of_Factors_Affecting_Filipino_College_Students'_

Acceptance_of_Learning_Management_Systems)
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